Reflection

Of course my partner and I procrastinated. Who didn't? It is also really hard because sometimes partners are missing from class and that stump progress. This makes working on the project hard and annoying. Most partners leave in different towns as well so meeting up over the weekend is tough especially with conflicting schedules. Hopefully it comes out well I guess we will see.

back to the good idea/bad idea thing

I wanted to start the project off with an interactive activity. Basically the activity would try and make the students empathetic of the victims instead of just sympathetic. We care and everyone is bothered and upset by it, but we don't really know how it feels. What I wanted to do was set the class up like a concentration camp splt the class into groups have the tables seem as almost walls and have everyone cram into to see how squished things were, students would have their identifications. In the main camp Aushwitz, they identified victims by numbers that were just tattooed on so I wa sthinkign taking tape and writing numbers on it and having the students where it on their arm (maybe that would be allowed). Some of these ideas may not be allowed in the classroom, so HOW DO I GET MY POINT ACROSS WITHOUT USING WORDS, PICTURES, OR VIDEOS. I'm aiming for a hands on/ interactive activity

My essential question:
How could so many individuals/governments allow the Holocaust to happen? Why were there bystanders?

Key topics I would like to address:
-Assess the responses of the United States and other nations to the violation of human rights that occurred during the Holocaust and other genocides.
-Assess the responses of the United States and other nations to the violation of human rights that occurred during the Holocaust and other genocides.
-Explain how World War II and the Holocaust led to the creation of international organizations (i.e., the United Nations) to protect human rights, and describe the subsequent impact of these organizations.

good idea bad idea?

I wanted to start off our presentation doing something maybe like an activity or question and answer with the class having to do with conditions of the victims of the Holocaust. The questions asked will hopefully hit home and make a point, having the students really realize how things were and then start off the presentation. The three key points or key topics we chose relate to this so I think it would be a good way to start, yes .. no?